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Welcome to the BSI Noncredit Spring Conference. Telling the Noncredit Story through Accountability Reporting SOUTH: Anaheim – February 26, 2010 NORTH: San Francisco – March 12, 2010. ASCCC Ad Hoc Noncredit Committee 2009 - 2010. Janet Fulks, Bakersfield College, Chair

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welcome to the bsi noncredit spring conference

Welcome to the BSI Noncredit Spring Conference

Telling the Noncredit Story through Accountability Reporting

SOUTH: Anaheim – February 26, 2010

NORTH: San Francisco – March 12, 2010

asccc ad hoc noncredit committee 2009 2010

ASCCCAd Hoc Noncredit Committee 2009 - 2010

Janet Fulks, Bakersfield College, Chair

Reynaldo Ortiz, College of the Desert

Vivian Ikeda, City College of San Francisco

Sylvia Ramirez, MiraCosta College

Marsha Elliott, North Orange County CCD – Noncredit

Marne Foster, San Diego Continuing Education

welcome and introductions
Welcome and Introductions
  • Today’s Agenda:
    • Noncredit Student Voices
    • Current Noncredit Accountability Reports
    • Healthy Metrics and Accountability
    • CB 21 Recoding for Basic Skills – Review of the Rubrics – Coding in Teams
    • Data collection strategies – Examples from Colleges
    • Group Work
      • Student Pathways
      • ABE / ESL to ASE to Credit
      • Advising Issues – linkages with instruction and student services
outcomes
Outcomes
  • Participants will:
    • Understand the main accountability indicators currently reported
    • Illustrate the components of good reporting and accountability
    • Develop expertise in CB 21 coding of noncredit courses
    • Evaluate the issues and limitations with indicators
    • Report issues with current measures
    • Brainstorm other possible measures of noncredit success
    • Describe what some other colleges are doing in accountability
    • Collect other best practices
    • Plan to assimilate information into local action
student success stories
Esperanza Alvarez

(an ABE/soon-to-be college student)

Student Success Stories!
accountability metrics that tell the story
Accountability“Metrics that tell the story…”
  • What kind of ARCC do you want to build?
  • Noncredit is all things to all people; everyone is on board
  • Gathering data is tough
  • In some cases we have good data but can’t seem to get it on the boat or in the report
  • In other cases we cannot get good data about what is in the boat or where the boat is going
considering accountability
Considering Accountability

Healthy accountability should:

  • Address higher level learning outcomes
  • Report on authentic student proficiencies
  • Indicate potential interventions and improvement
  • Target improved practice not just reporting
in credit education how have we defined accountability
In Credit Education How Have We Defined Accountability?

Previously

  • Credit attached to units
  • Grades
  • Degrees, certificates

Now – What are students able to do?

  • Student learning outcomes
the puzzle of noncredit accountability
The Puzzle of Noncredit Accountability

Current statewide data

  • Only 2.3 – 5.1% of noncredit students transition to credit
  • All noncredit courses without grades report zero success. Without a grade or progress data point assigned it can not be captured e.g. noncredit classes 45 students enrolled – 0 success
  • Wage data is incomplete because of SSN#s
  • CDCP data is incomplete or programs are undefined.

Is this the noncredit story?

the puzzle of accountability
The Puzzle of Accountability

Noncredit needs to:

  • Describe noncredit work for funding and accountability
  • Explain how and why noncredit is different from credit
  • Identify metrics that reflect the work of noncredit
  • Go beyond reporting numbers
    • Numbers may measure what you want – or may not
    • Numbers without context are misleading
    • Numbers don’t correct problems
    • Qualitative data is essential
    • Most noncredit programs have no researcher
healthy and responsible accountability
Healthy and Responsible Accountability
  • Defines what a student should be able to do
  • Identifies a way to assess it
  • Collects accurate and relevant data based on the appropriate assessment
  • Analyzes and discusses the data
  • Changes practice
  • You have always done this!!!
healthy and responsible accountability14
Healthy and Responsible Accountability

Should acts like vital signs or a compass

informing practice

What could this mean in noncredit?

Progress from ABE to ASE

Completion of GED

Citizenship

Completion of ESL Civics modules

Bridging to credit

CDCP certificates

CASAS (https://www.casas.org/home/index.cfm)

existing accountability reporting in community colleges
Existing Accountability Reporting in Community Colleges
  • Three annual accountability reports
    • Focus on Results: Accountability Reporting for the California Community Colleges (ARCC)

2. Career Development and College Preparation in the State: Supplement to the ARCC Report

3. Basic Skills Accountability (ARCC Supplemental)

  • “report cards” on a variety of measures
how do we use comis data
Other ReportingHow do we use COMIS* data?
  • Research Questions
    • Legislative Analyst Office
    • Department of Finance
    • California Postsecondary Education Commission
    • California Student Aid Commission
    • Public Policy Institute
    • UC/CSU
    • Legislature – Committees and individual members
    • Community College Organizations
    • Newspapers
    • Labor Unions
  • Data Matches
    • Transfer to UC/CSU/NSC match
    • Dept. of Social Services
    • EDD/UI Match/Wage Study
  • Accountability Reporting
  • Justification & Funding
    • Matriculation
    • EOPS
    • DSPS
  • Career Technical Education
    • Perkins Core Indicator Reports
    • Perkins Allocations
  • BOGW Administrative Funding
  • Federal Integrated Postsecondary
  • Education Data System
  • (IPEDS) Reporting
  • CCC Data Mart
  • Annual Staffing Report

Mandated Reporting

Accountability Reporting (ARCC, ARCC supplemental, etc)

Career Technical Education (CTE)

Perkins Core Indicator Reports

Perkins Allocations

Justification & Funding

Matriculation

EOPS

DSPS

BOGW Administrative Funding

  • Federal
    • Integrated Postsecondary Education Data System (IPEDS) Reporting
  • CCC Data Mart
  • Annual Staffing Report

*CCCCO Management Information Systems

* Chancellor’s Office MIS Data

statewide arcc data 2008 2010
Statewide ARCC Data 2008-2010

Is this the noncredit story?

cdcp career development college preparation
CDCP– Career Development & College Preparation
  • Certificate = a simple accountability metric
  • Noncredit is funded less per FTES than credit
  • SB 361 increased noncredit funding from $2,626 per FTES to $3,092 per FTES
  • CDCP includes basic skills, ESL, CTE and “workforce preparation” courses
  • Applies to students enrolled in a sequence of courses leading to career development or college preparation (CDCP certificates)
  • Problem with Minimum Qualifications
cdcp progress and achievement rate
CDCP Progress and Achievement Rate
  • Cohort
    • Students taking courses for the first time at any CCC
    • Did not enroll in any credit courses during the first term they enrolled in CDCP
    • Must have completed 8 or more positive attendance hours in CDCP courses within their 1st two terms of attendance
  • Performance indicators – within 3 years
    • Completed at least 1 degree-applicable credit course
    • Earned a CDCP certificate
    • Achieved “transfer-directed” status
    • Achieved “transfer-prepared” status
    • Earned an AA, AS, and/or credit certificate
    • Transferred to a 4-year institution
persistence indicators
Persistence Indicators

Is this the noncredit story?

cdcp wage trends
CDCP: Wage Trends

Is this the noncredit story?

potential problems with the cdcp reporting
Potential Problems with the CDCP Reporting
  • Cohort
    • Students taking courses (CDCP or CDCP plus other noncredit courses) for the first time at any CCC
    • Like ARCC, this excludes students who take a CDCP course subsequent to a credit course
    • Only system-level data reported – noncredit students across the state (no college-level data)
potential problems with the new arcc supplemental report
Potential Problems with the New ARCC Supplemental Report
  • Reports progress through English, Reading, Math, ESL levels to transfer
  • Needs work on ABE/ASE, VESL
  • Reports transition to credit
  • Reports degrees or certificates in credit
  • All of these are currently zero for noncredit because there are no grades or way to track successful progress to outcomes
  • See Handout
arcc supplemental
ARCC Supplemental

Is this the noncredit story?

arcc supplemental28
ARCC Supplemental

Is this the noncredit story?

cb course basic data elements
(CB) Course Basic Data Elements
  • Every course is described or defined by 24 course basic data elements (CB)
  • Some examples:
    • Course title (CB 02)
    • TOP code (CB 03)
    • Credit status (CB 04)
      • Credit – degree applicable
      • Credit – not degree applicable
      • Noncredit
    • Transfer status (CB 05)
    • Basic skills status (CB 08)
    • Course Prior to Transfer Level (CB21)
    • Noncredit Category (CB22)
cb 21 rubrics created to describe levels courses prior to transfer
CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER

Student Success Conference 2009

cb21 rubrics design to implementation
CB21 Rubrics “Design to Implementation”
  • Sample ESL course outline
  • Breakout groups:
    • Review your course
    • How will the rubrics be used?
    • Who will be involved?
    • What challenges/barriers do you anticipate?
    • What strategies will you use to implement?
  • Report Out
esl course outline
ESL Course Outline

Write a paragraph of 125 words that has a topic sentence and supporting detailsWrite a narrative paragraph in chronological orderWrite a descriptive paragraph in spatial orderWrite a persuasive paragraph with supporting reasons and evidenceWrite simple and compound sentences using correct word orderApply the writing process of brainstorming, drafting, revising, and editing (including peer reading and instructor feedback) to paragraph writingIdentify subjects and verbs in a sentence. Edit their own writing for the following:Correct verb tense (simple present, simple past, future, present continuous, past continuous, present perfect, present perfect continuous)Irregular verb formsSubject verb agreementCapitalizationRun –on sentences and comma splicesIdentify the passive voice and its usesIdentify gerunds, infinitives, and base form verbalsIdentify dependent clausesDemonstrate correct use of coordinating conjunctions Demonstrate ability to use a dictionary to edit their own writing

reading course outline
Reading Course Outline

Upon completion of Reading 961 the student will:

 Condition of Learning: Students will be able to demonstrate the following outcomes on readings approaching college level.

  • Apply vocabulary-building strategies to improve their analysis of readings.
  • Demonstrate a literal comprehension of readings, through identification and analysis of main ideas, supporting details and rhetorical patterns of organization and development.
  • Critically analyze and evaluate reading material; make inferences; determine a writer’s purpose and tone; and apply rhetorical reading strategies.
  • Monitor positive and negative comprehension signals and apply appropriate strategies to correct incomplete comprehension in a variety of reading modes.
  • Perceive themselves as achieving college level reading skills. 
cb 21
CB 21
  • Coding the CB 21 information
  • Problems
  • Feedback on rubrics
what is going on with these data
What is going on with these data?

Problems

Solutions

Define from the field

Educate about metrics – benefit and value along with negative consequences

Describe useful data tracking - e.g. College of the Desert committee, Mira Costa method, North Orange DREAM TEAM

Discuss progress markers or grades

  • Definitions are incomplete
  • Metrics are not valued
  • Data tracking is often not meshed with MIS
  • No way to indicate progress or completion
potential additional metrics
Potential Additional Metrics
  • Citizenship
  • ABE/ASE
  • Student identified outcomes – help children with homework, get a job,etc
  • CASAS
examples of solutions to these accountability problems
Examples of Solutions to these Accountability Problems
  • Is this REALLY the NONCREDIT Story?
  • College of the Desert
  • San Diego Continuing Education
  • School of Continuing Education NOCCCD
  • MiraCosta

Lunch 12-12:30 and come back for the solutions and local college work

is this reallyour story
Is This ReallyOur Story?
  • Rey Ortiz – College of the Desert
college of the desert bsi research project for academic improvement
College of the DesertBSI Research Project for Academic Improvement
  • Mission Statement
    • The BSI Research Project for Academic Improvement will close the loop between research and effective action in all areas requiring basic skills by providing the right information to the right people at the right time.
  • Values Statement : We value a research project that is:
    • Informative: It delivers data in ways that effectively inform efforts to improve learning;
    • Supportive: It includes mechanisms to help faculty and administrators understand, value and use research;
    • Readily available: It makes data and information easily available in user-friendly formats.
college of the desert bsi research project for academic improvement41
College of the DesertBSI Research Project for Academic Improvement
  • Data sets for research agenda
    • All new students each year
    • Affective and practical data (SSTK, CCSSE, others)
    • Academic data
  • Baseline data
    • FA/SP 2005 through 2009
  • Longitudinal data
    • Each year, new cohort
    • Research, Report
college of the desert bsi research project for academic improvement42
College of the DesertBSI Research Project for Academic Improvement
  • Gathering data
    • Committee
    • Contractor
    • Data Warehouse
  • Providing Information
    • Data based
    • Usable formats
    • Standardized
    • Customized 
  • Closing the Loop
    • Training
    • Research Projects
is this reallyour story43
Is This ReallyOur Story?

Marne Foster - San Diego Continuing Education

is this really our story
Is this really our story?
  • San Diego Continuing Education
    • Recorded CDCP Progress
  • San Diego Continuing Education
    • Actual CDCP Progress
is this really our story45
Is this really our story?
  • CDCP Progress and Achievement Rate
is this really our story46
Is this really our story?

San Diego Continuing Education- CERTIFICATES

English as a Second Language (2008-2009)

is this really our story47
Is this really our story?

*Effective Parenting was listed as zero on CE Awards Conferred Report 2004/05 - 2008/09

is this really our story48
Is this really our story?

SDCE Reports Many Indicators of Progress

  • Certificates
  • Transitions
  • SLOs
  • Pre-Post Test Scores
    • TABE
    • CASA Benchmarks
    • EL Civics
  • Students Personal Goals Achieved
  • Good News Website

http://www.sdce.edu/blogs/goodnews/

is this really our story49
Is this really our story?

San Diego Continuing Education

ECC 4th Cohort –John Lindem/Martin Smith

is this really our story50
Is this really our story?

2007-08 SCE Award Data from MIS

SCE Actual Data

Data Link

data collection strategies
Data Collection Strategies
  • SCE’s “You Count!” Campaign
    • Collecting more SSN’s
  • DREAM team efforts
    • Program improvement
    • Tracking student progress
  • Benefits of Banner
    • Assessment scores
    • Enrollment trends
    • Certificates earned
data collection cont d
Data Collection (cont’d)
  • Who is your district ARCC contact?
  • Who on your campus is sending data to CCCCO?
    • If it’s an IT person, it’s simply data
  • Establish a relationship
  • Find out what’s in the CCCCO Data Mart
is this really our story53
Is this really our story?

2008-09 SCE Award Data from MIS

SCE Actual Data

miracosta noncredit esl data 2008 200955
MiraCosta Noncredit ESL Data 2008 - 2009
  • Overall Persistence Rate – 78%
  • Overall Promotion Rate – 49%
  • Overall Persistence in open entry and off site – 77% (range from 65% - 90%)

Note: We have averaged 79% persistence and 50% promotion rates since 2002

miracosta noncredit esl data 2008 200956
MiraCosta Noncredit ESL Data 2008 - 2009

We also report:

  • FTES and CASAS Benchmarks

https://www.casas.org/home/index.cfm

  • Statewide Performance Goals and our actual performance
  • Drop out/Stop out reasons
  • Demographics
  • Student Learning Outcome Data (SLOs)
miracosta noncredit esl data does it make a difference
MiraCosta Noncredit ESL Data Does it make a difference?

The Superintendent/President of our college wrote,

“This is an outstanding newsletter highlighting the outstanding work of our ESL colleagues. Congratulations and please extend my thanks to our folks in ESL.”

We think it does!

divide into 4 groups
Divide into 4 Groups
  • Counseling on student pathways
    • Rey to determine counseling discussions
  • Noncredit to credit transition
  • ABE/ASE
    • Work on TOP and CB 21 issues
  • People with lingering CB 21 questions
noncredit student pathways
Noncredit: “Student Pathways –
  • Work
  • Credit
  • A Better Life
credit students use noncredit
Credit students use Noncredit

Statewide (Since 1992) –

1 out of 6

credit students

have enrolled in Noncredit

Source: Patrick Perry, Vice Chancellor Technology, Research & Information Systems, System Office.

linking noncredit to credit instruction
Linking Noncredit to Credit Instruction
  • Individual Quick Write: Three Guiding Questions
  • What are the critical skills my noncredit students require to successfully transition to credit academic and vocational courses?
  • What has my college done to establish pathways for students to transition from noncredit to credit academic and vocational courses?
  • What are the obstacles? What has worked well?
  • How do I define my role in assisting students in my program transition to credit academic and vocational courses?
  • Panel Presentation of current projects that promote the successful transitions from noncredit to credit academic and vocational courses.
  • Discussion Groups
  • Small group discussion, having participants share/discuss the Three Guiding Questions from Quick Write.
  • Convene whole group. Share summary of responses from each group
  • Close with research statements about the importance of the transition process and a discussion of next steps.
linking noncredit to credit instruction62
Linking Noncredit to Credit Instruction
  • Matriculation Services: Career Awareness, Career Assessment, Educational planning, AB 540 implicationsEducational Opportunities: Basic Skills, Work enhancement, Certificates, Degrees, Transfer, EnrichmentIssues: Foreign Transcript Evaluation, Navigating the community college process, Support Programs and Services, English and Math Flow - non-credit to creditPrerequisite skills and knowledge: Computer skills, Form completion, Time management
statewide efforts
Statewide Efforts
  • Noncredit Paper and Recommendations
  • Adjunct
  • PCAH
  • Title 5
  • MQs
minimum qualifications resolution
Minimum Qualifications Resolution
  • Noncredit Minimum Qualifications
  • Whereas, Noncredit education is an integral component of the California Community Colleges and is essential to our mission and role in serving California;
  • Whereas, Issues of access, equity, adult educational advancement, vocational training, citizenship, and the health and well being of many communities from new parents to older adults are all embraced within the allowed areas of noncredit offerings in the California Community Colleges;
  • Whereas, Noncredit educational rigor, processes and high standards of quality should be integrated with the similar credit parameters in a manner consistent with public higher education in California; and,
  • Whereas, Currently, noncredit disciplines and minimum qualifications for noncredit faculty are not contained in the Minimum Qualifications for Faculty and Administrators in California Community Colleges (disciplines list) because they were instead directly included into Title 5, reflecting outdated K-12 regulations, and are consequently more difficult to maintain in a manner that best meets community needs and legislated expectations (particularly with regard to recent SB361 regulatory changes such as CDCP Career Development College Preparation);
  • Resolved, That the Academic Senate for California Community Colleges recommend existing noncredit faculty minimum qualification regulations be examined by a task group of noncredit faculty in consultation with the appropriate constituents for the potential purpose of placing them in the Minimum Qualifications for Faculty and Administrators in California Community Colleges (disciplines list) thereby implementing the same processes that are currently used for all other disciplines, faculty and administrators; and
  • Resolved, That Academic Senate for California Community Colleges recommend the noncredit minimum qualifications be removed from Title 5 §53412.
what is the future
What is the Future?
  • Best Practices on 3X5 cards
  • Name
  • College
  • Email